Overlooked but Essential: Language Access in Early Childhood Programs. Policy Brief

Autor/inn/en	Park, Maki; Hofstetter, Jacob; Giang, Ivana Tú Nhi
Institution	Migration Policy Institute (MPI), National Center on Immigrant Integration Policy
Titel	Overlooked but Essential: Language Access in Early Childhood Programs. Policy Brief
Quelle	(2022), (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Early Childhood Education; English Language Learners; Bilingualism; English (Second Language); Language Role; Limited English Speaking; Parent Child Relationship; Equal Education; Educational Policy; Preschool Education; Federal Programs; Low Income Students; Access to Education; Second Language Learning; Grants; Parent Teacher Cooperation; Educational Benefits; Identification; Home Visits; Accountability; Access to Information + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Politics of education; Bildungspolitik; Pre-school education; Vorschulerziehung; Access; Bildung; Zugang; Bildungszugang; Zweitsprachenerwerb; Grant; Finanzielle Beihilfe; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Bildungsertrag; Identifikation; Identifizierung; Hausbesuch; Verantwortung
Abstract	One-third of U.S. children ages 0 to 5 are Dual Language Learners (DLLs), meaning they have at least one parent who speaks a language other than English at home. These children speak an increasingly diverse range of languages and have the potential to thrive as multilingual and multicultural individuals, given the right support. But while years of research have shown that DLLs benefit disproportionately from early childhood education and care (ECEC) programs, the evidence also shows they enroll in such programs at lower rates than other young children. Language can play an important role in a program's accessibility. Nearly half of all DLLs have a parent who is Limited English Proficient (LEP), and LEP parents may find it difficult to identify and enroll their children in ECEC programs and communicate with staff on a day-to-day basis. Language access policies and services that facilitate these families' participation in a language they speak are a prerequisite to promoting DLLs' equitable participation. This policy brief explores federal and state efforts to implement language access policies in major ECEC programs: the Child Care Development Block Grant (CCDBG); the Maternal, Infant, and Early Childhood Home Visiting (MIECHV) program; Head Start; and state pre-kindergarten (pre-K) programs. It also discusses evidence of disparities in access to these programs and highlights opportunities to improve language access across early childhood services. (As Provided).
Anmerkungen	Migration Policy Institute. 1400 16th Street NW Suite 300, Washington, DC 20036. Tel: 202-266-1940; Fax: 202-266-1900; e-mail: communications@migrationpolicy.org; Web site: http://www.migrationpolicy.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01